Interactive learning in a higher education Level 1 mechanics module

Concern has been expressed that traditional higher education programmes are producing students with a surface approach to learning, rather than the de sired deep approach. The aim of this study was to encourage Level 1 student s (those taking the subject for the first time at higher education level) t o develop such a deeper learning approach. Changes were made to both the te aching method and the form of examination paper for a Mechanics module take n by a cohort of 52 physics students. The cooperative learning approach was used to pose conceptual questions for interactive discussion. Pre- and pos t-module the students' conceptual understanding of mechanics was tested usi ng the Force Concept Inventory (FCI) and they also completed a Contrasted G roups Learning Styles questionnaire so that we could assign a 'deep learnin g index'. Additionally the students completed the Learning Styles Inventory to gain a picture of the distribution of learning styles in the class. Qua litative information concerning the reaction of both the lecturer and stude nts to the changes was also collected using a focus group enquiry, module e valuative questionnaires and reflective comments from the lecturer. Analysi s of the quantitative data showed that there was no discernible overall cha nge in either the deep learning index or the FCI score of the students. Ana lysis of the qualitative data, however, showed that experience of the modul e by both students and lecturer had been greatly improved by the changes.